Hameed, Umer
(2023)
Exploring the effect of digital reflective practice on the creativity of Pakistani textile design undergraduate students: a multiple case study.
Doctor of Education thesis, University of Liverpool.
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Abstract
Reflective practice (RP) is widespread in education and other academic and professional disciplines. Increasing attention has been paid to reflective practice in the professional literature. Much of this has responded to Schon's (1983, 1985, 1987) writing about learning and reflection. Changing scenarios in higher education worked as a catalyst in transforming reflection from paper journal writing to digital technologies. Digital video recordings have added a new dimension to the possibilities of encouraging and sustaining both individual and collective reflection. Digital video recordings have been integrated both into education and professional development. The textile industry is one of the significant sectors in Pakistan, and about 45 higher education institutions offer undergraduate programs in textile, clothing, and related disciplines. The study aimed to understand how textile design students engaged in digital reflective practice and how this informed and influenced their creativity in the design process. Theoretically informed by the constructivist-interpretivist lens., the present research is based on a multiple-case approach that aims to incorporate the views of textile design teachers, heads of departments, and students. Through interview data, I explored what pedagogical practices might be developed to support textile design students through a digital reflection while also understanding the study participants' views regarding the effect of DRP on creativity in textile design studio practice. Thematic Analysis was used to extract code and themes. Five themes emerged: perception of digital reflective practice (DRP), challenges and issues in the implementation of DRP, perception of creativity, the effect of DRP on students' creativity and prospects of DRP in textile design studio courses. Originality, novelty, and problem-solving skills are some of the ideas related to creativity by most participants. Most participants discussed that creativity is enhanced when students practice digital reflection. DRP affects consciousness, awareness, expression, and personation during textile design development. DRP helped students to do meaning making by revisiting their thoughts and work. DRP also supported understanding the task and concept development. Results also indicated that DRP could be easily incorporated with the textile design studio practice but requires the training of educators and students to use digital tools for recordings and reflection. Present research concluded that using digital tools for reflection in textile design studio courses could enhance students' creativity and understanding of the tasks and concept development. Appropriate resources should be allocated to encourage digital recordings and video reflections. Digital learning and teaching positively influence self-directed & agile learning and promote flexible learning methodologies. The use of digital media can also play an influential role in teamwork and collaboration but require conceptual clarity from teachers. Digital communication cannot be an alternative to face-to-face learning, so teacher mentorship can play an essential role in helping students engage with more sophisticated technology for digital reflection.
| Item Type: | Thesis (Doctor of Education) |
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| Depositing User: | Symplectic Admin |
| Date Deposited: | 24 Aug 2023 14:35 |
| Last Modified: | 01 Feb 2024 02:30 |
| DOI: | 10.17638/03171248 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3171248 |
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